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A lot of what students have learnt through the other topics (especially Hazards and Urban) links to this unit which focuses on the development of countries. Within this unit students learn more about two countries in particular going through different stages in their development.

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Term 1:Component 2 Collecting, Presenting and Interpreting Data 

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Term 1:Component 2 Collecting, Presenting and Interpreting Data 

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In order to make decisions, organisations collect vast amounts of data from a range of different sources. They need to use appropriate data-collection methods and ensure that the data is of sufficient quality to enable decision making. Data must then be converted into information to allow it to become useful. Even when data has been converted into information, it will not provide any conclusions on its own. It is up to the data user to be able to look at the information and draw conclusions, so how the information is presented is key to ensuring that effective and accurate decisions are made. In this component, you will learn the different data manipulation tools that can be used to change the way that data is presented. You will provide clear summaries of the data and present them in a dashboard that will allow organisations to make effective decisions. You will learn the different presentation features that can be used to ensure that information is understood clearly in an objective way so that it is not misinterpreted. You will develop your understanding of how to represent information in different ways to give it more meaning. This component will support you in progressing to a Level 2 or Level 3 qualification in the digital sector. You will develop transferable skills such as data manipulation skills, which will support your progression to Level 2 or Level 3 vocational or academic qualifications.
The assignment for this component consists of three tasks
● In response to Task 1, learners will explore the suitability of two given data collection methods used by an organisation for a given dataset.
● In response to Task 2, learners will carry out different manipulation and processing methods in order to create a dashboard, providing data summaries using appropriate presentation methods and features.
● In response to Task 3, learners will analyse a dataset, present their findings and draw conclusions based on these findings. They will explore how presentation affects understanding in the dataset and how they could be improved.
The assignment will take approximately 6 supervised hours to complete during the first half term of year 11. The assignments will be marked by their teacher and moderated by Pearson( the examination board).

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·   To develop a passion and understanding of the world of Business and Finance

·   To provide students with the skills and knowledge required to flourish in a globally dynamic environment

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The chemistry of carbon compounds is so important that it forms a separate branch of chemistry.

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Ecology is usually started in the summer term in Y10 in order to take advantage of some summer weather for fieldwork. It involves the carbon cycle and water cycle. Students will also be expected to learn about food chains and key concepts like biodiversity and waste management. Students will also be taught the practical aspects of Ecology, such as how to use a quadrat or transect when investigating biodiversity. A more recent addition to the course, that students will also look into, is global warming, along with deforestation.

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Year 11 begins with a review of key concepts from year 9 studies.  This includes stakeholder activity and types of ownership.
The content review is tailored towards preparation for the mock exam in November.

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The next topic of marketing involves discussing and understanding how the needs of consumers influence business decisions and activity. This includes studying the role of marketing, market research, market segmentation and the marketing mix.

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Component 2- Health and social care values and services

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Component 2- Health and social care values and services

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This will be your second controlled assessment which will happen in the first term of year 11, having been taught the content in the second half of year 10

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Component 3- Health and Wellbeing (exam unit) 

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Component 3- Health and Wellbeing (exam unit) 

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after your final controlled assessment in the first term of year 11 you will commence learning for the exam which will include, Factors affecting physical health, physiological indicators, health and wellbeing improvement plans; obstacles to implementing plans. This is all you will learn, after that you will be revising for your actual exams.

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Study wave behaviour common in both natural and man-made systems. Students study mechanical and electromagnetic waves and discover how the properties of various waves link to their uses and hazards.

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Explore the many applications of magnetism in real life scenarios. Students following the separate Science specification explore electromagentism in greater detail, including the motor effect, electromagnetic induction and the function of transformers.

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Topic 6 - Inheritance, Variation and Evolution

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Topic 6 - Inheritance, Variation and Evolution

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In this final topic of the GCSE course, students will be introduced to the basics of DNA, reproduction and mitosis. They will be taught how to structure and analyse genetic diagrams, in order to help them with later pieces of work that will involve looking at inherited disorders and genetic engineering. Features of this topic also include fossils, classification and Antibiotic resistant bacteria, all of which are included in an end of topic test, which will assess the students understand of the entire topic

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Component 1 - 40% - Section A -Media Language and Representation 

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Component 1 - 40% - Section A -Media Language and Representation 

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In this section of Component 1, you will look at a range of texts from magazines, adverts and film posters to newspaper front covers - these are specified by the exam board. You will learn to analyse them in terms of media language and representation in preparation for the exam.

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Component 1- Section B - Audiences and Industries

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Component 1- Section B - Audiences and Industries

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In this section, you will look at contemporary industries across the media, including: Fortnite, The Sun, James Bond and The Archers. You will examine the industries behind the texts and delve into the audience gratifications and target audiences for each brand. The exam will expect you to know key facts and to be able to apply theory to your answers.

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The second year 11 GCSE topic is the interdependent nature of business; this refers to the links between different areas of business that affect decision making, the risks & rewards of business activity and the use of financial information. After this final topic, students will sit past paper 2 mock exam.

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After sitting a paper 1 mock exam, students will review their papers with teachers and from this work on exam technique to improve the quality of their answers to help with future exam papers. Also, teachers and students will revisit the syllabus and review areas of weakness in prep of their GCSE exams.

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Paper 3- Weimar and Nazi Germany, 1918–39

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Paper 3- Weimar and Nazi Germany, 1918–39

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In year 11, students will study the final topic for their GCSE studies by exploring a modern depth study on Germany from its transition from a democracy to dictatorship (1918-39).

During this unit students will reinforce and develop their skills of causation and significance as they look at the social, political, economic, cultural and military of Germany during the 20th Century. The key emphasis is placed upon what historians have research and discovered about this period of history, as such students will become more familiar with the use of interpretations in history.

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In students first topic of study within the modern depth, they will learn the origins of the Weimar Republic following Germany's defeat to the allied powers in WW1. Students will develop their pre-existing historical understanding as they analyse the consequences of this defeat upon the fragile democracy that Germany was emerging into after centuries of Imperial rule.

During this first students will learn the following subheadings;

1) The origins of the Republic, 1918-19
2) Early challenges to the Republic, 1919-23
3) The recovery of the Republic, 1924-29
4) Changes in Weimar society, 1924-29

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Topic 2 - Hitler's rise to power, 1919-33. 

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Topic 2 - Hitler's rise to power, 1919-33. 

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Adolf Hitler is one of the most study individuals within the modern period. People are fascinated by how a homeless artist from Munich managed to rise to power to become one of the 20th Centuries greatest tyrants.

But how did he manage to do this? Student will learn this within their second topic of study as they learn;

1) The early development of the Nazi Party, 1920-22
2) The Munich Putsch and lean years, 1923-29
3) The reasons for growth in Nazi support, 1929-32
4) How Hitler became Chancellor of Germany in 1933

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Topic 3 - Nazi State and control through the dictatorship 1933-39

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Topic 3 - Nazi State and control through the dictatorship 1933-39

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How did Nazi Propaganda work?
What happened if you told an anti-Nazi or even anti-Hitler joke?
Which groups resisted the Nazi control?

During the third unit of the Germany topic students learn how Germany was transformed into a dictatorship under the Nazis. Students will learn the extent of this control and use their skills of source analysis and historical interpretations to develop their historical understandings further.

Elements covered within this unit involve;

1) The creation of the dictatorship, 1933-34
2) The creation and apparatus of the police state
3) Controlling and influencing attitudes through Nazi Propaganda.
4) The extent of opposition, resistance and conformity during the Nazi regime.

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The fourth and final topic within the Germany topic gets students to explore the ways in which people's lives were impacted through the control of the Nazi regime.

The dictatorship from 1933-45 (students will only learn up to 1939) is fascinating as students explore the ways the Nazis influenced different groups within society and the consequences that this control had upon different minority groups. Students will therefore learn;

1) Nazi policies towards women.
2) Nazi policies towards the young
3) Employment and living standards during the Third Reich
4) The Nazi persecution of different minorities.

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An expansion on techniques for making with different materials

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The final project of GCSE, includes designing, study of other designers and a creation of a unique product based around solving a problem of the student's choosing as a response to a design context released by the examination boards (AQA)

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Reviewing knowledge and concepts that have been delivered throughout the GCSE course with recaps on those areas that the learners identify they are less secure with. Revision takes the form of past questions and mark scheme feedback as well drawing exercises and revision techniques for recall.

1. Core Knowledge

2. Specialist knowledge (specific to graphic materials)

3. Design knowledge

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The written exam at the end of the year, like any other subject like Maths, Humanities or English.

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Variations in economic development and Quality of Life

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Variations in economic development and Quality of Life

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Students will be given a pre-release booklet from the exam board (AQA) on a topic which is part of the GCSE specification. Students will study this in lessons on the lead up to the exams, this will then be examined in paper 3.

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In the Autumn term students will decide upon a focused theme for their coursework. In most cases this will be a continuation or development of work and ideas from earlier work on the Autobiography theme in years 9 and 10. Students will plan and practice their ideas and complete their outcome in the Nov 5 hour mock exam.

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Non-examined Assessment (NEA) 1 - Food Investigation

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Non-examined Assessment (NEA) 1 - Food Investigation

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Students' understanding of the working characteristics, functional and chemical properties of ingredients are assessed through practical experiments.

Students submit a report of 1,500–2,000 words, including photographic evidence of the practical investigations.

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Non-examined Assessment (NEA) 2 - Food preparation assessment

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Non-examined Assessment (NEA) 2 - Food preparation assessment

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From November: Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
Students will choose from 3 tasks - looking at either a culture, a dietary need or a focus group e.g. children, the elderly, a sports person.
There is a strong focus on the application of nutrition related to the chosen task.

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Starting after February half term students will revisit the 5 topic areas of theory knowledge and prepare for the final exam.
These topic areas are:
1. Food, nutrition & health
2. Food safety
3. Food science
4. Food choices
5. Food provenance

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Revision of Paper 2 skills.
Students explore a variety of extracts from a range of texts that allow them to develop and refine the analysis skills introduced in Year 10. They become confident with applying their knowledge of literary techniques to a variety of different texts.
Reading thematically linked non-fiction texts from 19th, 20th and 21st Century.
Writing to give a viewpoint.

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Revision of Paper 1 skills. Students explore a variety of extracts from a range of texts that allow them to develop and refine the analysis skills introduced in Year 10. They become confident with applying their knowledge of literary techniques to a variety of different texts.
Reading 20th and 21st century fiction texts.

Writing to describe or narrate. Students use stimulus texts to refine their skills as writers. They focus on description and narrative writing skills understanding how these differ and where they can overlap.

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Exam preparation.

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Blood Brothers

Students link their understanding of tragedy from Romeo and Juliet to the tragedy that unfolds in Blood Brothers. They explore characterisation, staging and theme. They learn how to write academic essays without an extract.

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Revision of set texts.
Students have already studied the complete texts. They begin by revising plot and character. Then consider the text as a whole exploring interpretations and developing analytical skill.
Students will practice examination style answers and hone technique.

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Revision of Romeo and Juliet.
Students have already studied the complete text. They begin by revising plot and character. Then consider the text as a whole, exploring interpretations and developing analytical skill.
Revision of Poetry.
Students make clear and explicit links and contrasts between the poems considering both content and poetic method.
Extended examination preparation - all set texts.
Students make links across their learning. They develop their essay writing style.

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Non-examined Assessment (NEA) -Major Project

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Non-examined Assessment (NEA) -Major Project

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Students will begin designing and manufacturing of their chosen final project. This is an individualized project that each student creates to solve a problem from a set of given criteria. This project is worth 50% of a students final grade and is a completely independent research, design, manufacture and write up task.

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With the NEA complete by the beginning of April, students will move onto preparation for their final exam. This is worth 50% of their final grade and the focus will be on revision of all the subject matter they have learned over the entire course. Each student will also need to take responsibility for completing additional revision at home before this exam. The more time they put in the better they will do.

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Term 1 - Unit R185: Reviewing your own performance in planning and leading a sports 
activity session

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Term 1 - Unit R185: Reviewing your own performance in planning and leading a sports 
activity session

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You have been asked to evaluate how the sports activity session went and how it could be improved for the future.

• Describe what went well and not so well

• Discuss how you adapted your plan

• Describe how your plan could be improved if the process was to be repeated in future.

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Converting between Fractions Decimals and Percentages U888
Sequences
Term to term rules U213
Substituting into position to term rules U530
Position to term for arithmetic sequences U498
Position to term for sequences of patterns U978
Special Sequences U680
Transformations
Translation U196
Rotations U696
Reflection U799
Enlargement by a positive scale factor U519
Combining transformations U766
Vectors
Understanding column vectors U632
Adding and subtracting column vectors U903
Multiplying column vectors by a scalar U564
Solving geometric problems using vectors U781
Identifying parallel vectors U660
Similarity
Understanding similarity U551
Finding unknown sides of similar shapes U578
Using Pythagoras’ in 2D U385
Trigonometry
Understanding sin, cos, tan U605
Finding unknown sides U283
Finding unknown angles U545
Exact values U627
Angles of elevation & depression U967

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Revision of topics in class.
Mock exams and mock feedback
Practice exam papers

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This year students will be finishing the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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This year students will be finishing the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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You're logging in to Sparx at Sawtry Village Academy. Not your school?

Log in to Sparx using Microsoft

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FDP
Converting between FDP U888
Converting fractions to recurring decimals U550
Converting recurring decimals to fractions U689
Sequences
Position to term for arithmetic sequences U498
Position to term for sequences of patterns U978
Position to term rules for quadratic sequences U206
Special Sequences U680
Position to term rules for geometric sequences U958
Transformations
Translation U196
Vectors
Understanding column vectors U632
Adding and subtracting column vectors U903
Multiplying column vectors by a scalar U564
Solving geometric problems using vectors U781
Identifying parallel vectors U660
Geometric proof with vectors U560
Pythagoras’ theorem
Using Pythagoras’ in 2D U385
Trigonometry
Finding unknown sides U283
Finding unknown angles U545
Exact values U627
Angles of elevation & depression U967
Area of any triangle U592
Sine rule U952
Cosine rule U591
Algebraic fractions
Simplifying algebraic fractions U103, U437, U294
Adding and Subtracting U685
Multiplying U457
Dividing U824
Inequalities
Solving inequalities U759, U738, U145
Graphs of inequalities U747
Solving quadratic inequalities U133
Proof
Writing algebraic proofs U582

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Graphs of functions
Substituting into functions U637
Substituting into composite functions U895
Finding composite functions U448
Finding inverse functions U996
Quadratic functions U989, U667
Cubic graphs U980
Reciprocal U593
Exponential U229
Trig graphs U450
Transforming graphs U455

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Non-linear graphs No code
Estimating gradients U800
Estimating areas under graphs U882
Equation of circle and tangents U567
Surface Area, Volume and Arc Length U221
Area of sector U373
Volume of prisms U174
Finding the volume of pyramids U484
Finding the volume of cylinders U915
Finding the volume of cones U116
Finding the volume of spheres U617
Mixed problems: Finding the volume of cones and spheres U426
Finding the volume of frustums U350
Finding the volume of composite shapes U543
Circle theorems U459, U251, U489, U130, U808

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Self-efficacy, stress management, and future opportunities

Responsible health choices, and safety in independent contexts

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Java script not enabled?

Sorry, the Movember website requires javascript.

To help you enable javascript in your browser, here is a google search for instructions.

© 2020 Movember Europe. All rights reserved. Movember Europe is a registered charity No.1137948 (England/Wales) SC041981 (Scotland)

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To help you enable javascript in your browser, here is a google search for instructions. © 2020 Movember Europe. All rights reserved. Movember Europe is a registered charity No.1137948 (England/Wales) SC041981 (Scotland)

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Application processes, and skills for further education, employment and career progression

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What job should I do – Wheel of Strengths | Barclays LifeSkills

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Discover which jobs could suit you with our Wheel of Strengths tool. Get started by picking your current skills, interests, and personality traits.

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Personal values, assertive communication (including in relation to contraception and sexual health), relationship challenges and abuse

Different families and parental responsibilities, pregnancy, marriage and forced marriage and changing relationships

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Landing page for Stonewall's coming out resources.

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We follow the OCR GCSE Music Course which is divided into three elements:
Integrated Portfolio (30% of the grade) - students must prepare one performance (either ensemble or solo) and one free choice composition. This piece of coursework will be completed in year 10.

Practical Portfolio (30% of the grade) - students must prepare one ensemble performance lasting for a minimum of one minute and one composition as a response to a brief set by OCR. This must be completed in year 11.

Listening and Appraising (40% of the grade) - students will complete a listening exam consisting of 8 questions based on 4 Areas of Study.

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Year 11 will learn about a range of music that is used for films and video games. This includes:
- music that has been composed specifically for a particular film,
- Western classical music that has been used within a film
- Music that has been composed as a soundtrack for a video game.

We focus on analysing why certain music is used for particular stories or themes - how is a particular mood or atmosphere being created using this music? Why is this music appropriate to convey the actions by this character?

As in year 10, we use MAD T SHIRT to help us with this.

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Here we study the concerto and it's development from the 17th century. This includes:
-The Baroque Solo Concero
-The Baroque Concerto Grosso
-The Classical Concerto
-The Romantic Concerto

We focus on the growth and development of the orchestra through time, how instruments are used as soloists, the relationship between a soloist and their accompaniment and the use of a variety of compositional devices, as used by various composers in each style.

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Brainstorm, brief/starting point (personal to student)

Image board x 3 and analysis

First hand drawings, using a wide range of media x 6 pages

Artist/designer research x 6

Visits or interview x 2

Development of research and extensive sampling (using a wide range of skills)

Extended essay 1000 words compare and contracts designers work

Statement of intent

Collections x 3

Development of chosen design

Sampling for final outcome

Prototype

Realise outcome

Evaluation of outcome and project

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Show discrimination in reviewing ideas as work develops. Establish a clear working relationship between working methods and outcomes by documenting significant steps so that final outcomes do not emerge without evidence of the creative process

Record ideas, first-hand observations, insights and judgments by any suitable means, such as sketches, illustrations, free-arm embroidered studies, test pieces and written notes that are relevant to personal intentions.

Present personal, imaginative final outcomes, together with selective evidence of thinking and production processes, that effectively realise the student’s stated intentions or a design brief and demonstrate critical understanding of visual and, where appropriate, other forms of communication

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Component 3: Effective Digital Working Practices- 2 and 3

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Component 3: Effective Digital Working Practices- 2 and 3

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This component will give you an opportunity to explore how the developments in technology over recent years have enabled modern organizations to communicate and collaborate more effectively than ever before. The component is designed to allow you to explore the digital systems available to organizations and how their features have an impact on the way organizations operate. You will explore how developments in technology have led to more inclusive and flexible working environments, and how regulation and ethical and security concerns influence the way in which organizations operate.

The course is externally assessed via a 90minutes written exam worth 40% of the total course.

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Computational thinking, algorithms and programming - Unit 2 – Term 1 & 2

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Computational thinking, algorithms and programming - Unit 2 – Term 1 & 2

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Programming concept is the focus this term. Understanding of this unit will increase student’s understanding of how computer technology works. Student will gain in-depth knowledge of one or more programming language to industry entry-level standard. Programming concept will also be covered to help student develop computational thinking, analysis and critical thinking skills, which can be transferred to other subjects.

Specific topics for this term are:

2.2.2 Data types

2.2.3 Additional programming techniques

2.3.1 Defensive design

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Computational thinking, algorithms and programming - Unit 2 – Term 3 & 4

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Computational thinking, algorithms and programming - Unit 2 – Term 3 & 4

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In this section of unit 2, student will analyse problems in computational terms through practical experience of solving such problems, including designing, writing, testing and debugging programs. Student will also continue to gain in-depth knowledge of one or more programming language to industry entry-level standard.

Specific topics for this term are:

2.3.2 Testing

2.4.1 Boolean logic

2.5.1 Languages

2.5.2 The Integrated Development Environment (IDE)

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To revise both Unit 1 and 2 in preparation for external exams.

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In this module, you will discuss jobs, how you earn money and work preferences in detail (you will look at verbs followed by the infinitive). You will be able to express yourself using different ways to express future plans when talking about future plans and wishes. You will also practise how to apply for a summer job. You will consolidate your knowledge of the preterite and the imperfect tenses together when describing your work experience. You will be revising the conditional tense, talking about a gap year. You will develop your confidence using the present and the present continuous.

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The Earth’s atmosphere is dynamic and forever changing. The causes of these changes are sometimes man-made and sometimes part of many natural cycles in this topic you learn about these.

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Students will learn about the importance of sustainability and chemistry can change the world

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This topic describes our own place in space - the Solar System - before exploring the lifecycle of stars and the role gravity plays in orbital motion. Students also discover primary evidence for the modern understanding of the origins of the Universe in the Big Bang.

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In this module, you will discuss jobs, how you earn money and work preferences in detail (you will look at comparatives and superlatives). You will be able to express yourself using the conditional tense and the simple future tense when talking about future plans and wishes. You will also practise how to apply for a job. You will consolidate your knowledge of the past and imperfect tenses when describing your work experience.

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This module will help you consolidate your knowledge and understanding of the present, past & future tenses. You will describe in detail your attitudes towards local and global issues such as local actions and the environment. You will discuss healthy lifestyles and eating, using different tenses together and giving extended reasons. You will also talk about international sporting events, explaining your point of view.

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This module will help you consolidate your knowledge and understanding of the present, past & future tenses and further develop your knowledge and understanding of the conditional tense by describing in detail your attitudes towards local and global issues such as the environment and fair trade.

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You will revise your key structures, vocabulary and tenses.
You will also revise thoroughly for your speaking assessment.
You will consolidate your exam technique.

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You will revise your key structures, vocabulary and tenses.
You will also revise thoroughly for your speaking assessment.
You will consolidate your exam technique.

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The curriculum offers a comprehensive range of experiences to meet the needs of the individual students, it is designed to inspire all pupils, allowing them to succeed and excel in competitive sport and other physically-demanding activities. Pupils develop physical competencies in a way that supports their health and fitness. The development of confidence, tolerance and the appreciation of one’s own and others’ strengths and weaknesses are considered to be an important part of the learning process where personalising learning and challenge are integral to success and embed values such as fairness and respect and a sporting habit for life. Students will appreciate PE lessons will;
- Improve physical health
- Enhance mental health
- Support social interaction
- Increase energy and productivity
- Give a sense of personal achievement

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Component 2- Devising Performance exam & Devising Log

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Component 2- Devising Performance exam & Devising Log

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Started at the end of year 10 and completed in the first Half Term of Year 11.

What's assessed

Process of creating devised drama

Performance of devised drama (students may contribute as performer or designer)

Analysis and evaluation of own work

How it's assessed

Devising log (60 marks)

Devised performance (20 marks)

80 marks in total

40% of GCSE

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Chosen and rehearsed in Half Term Two. Performed after Christmas to a visiting examiner.

What's assessed

Performance of two extracts from one play

Free choice of play but it must contrast with the set play chosen for Component 1

How it's assessed

Performance of Extract 1 (20 marks) and Extract 2 (20 marks)

40 marks in total

20% of GCSE

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Component 1- Written Exam- Understanding Drama 

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Component 1- Written Exam- Understanding Drama 

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Exam sat in June with other written examinations.

Knowledge and understanding of drama and theatre

Study of one set play from a choice of nine

Analysis and evaluation of the work of live theatre makers

How it's assessed

Written exam: 1 hour and 45 minutes

Open book

80 marks

40% of GCSE

Questions

Section A: multiple choice (4 marks)

Section B: four questions on a given extract from the set play chosen (44 marks)

Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (32 marks)

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Term 2 - R184 - : Issues which affect participation in sport. 

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Term 2 - R184 - : Issues which affect participation in sport. 

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- User groups

- Possible barriers

- Possible barrier solutions

- Positive and negative impacts on the popularity of sport in the UK

- Emerging/new sports in the UK

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Term 3 - R184 The role of sport in promoting values AND the implications of hosting a major sporting event for a city or country

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Term 3 - R184 The role of sport in promoting values AND the implications of hosting a major sporting event for a city or country

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Sport values

The Olympic and Paralympic movement

Sporting values initiative and campaigns

The importance of etiquette AND sporting behaviour

The use of Performance Enhancing Drugs (PEDs) in sport

The features of a major sporting event

Positive and negative pre-event aspects of hosting a major sporting event

Potential positive and negative aspects of hosting a major sporting event

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Term 4 - R184 - The role National Governing Bodies (NGBs) play in the development of their sport AND the use of technology in sport. 

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Term 4 - R184 - The role National Governing Bodies (NGBs) play in the development of their sport AND the use of technology in sport. 

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Investigate...

What NGBs do for their sport?

The role of technology in sport

Positive and negative effects of the use of technology in sport

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In January students will be given a book from their exam board which contains a variety of titles which act as prompts for inspiration. Similar to how the previous project of autobiography acted as a prompt, students will now have more freedom to choose their own title prompt from a select range. Students then have freedom to create from this title and eventually create their final major project. Students will once again have 10 hours to complete this. This project is worth the remainder 40% of their grade (60% being their coursework).